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All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Yatim Riyanto
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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A Transformational Leadership Model for School Principals in Accelerating the Digital Transformation of Vocational High School Management Toward SDG 4 Yohanes Eko Prasetyo Prasetyo; Yatim Riyanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.238

Abstract

Objective: To analyze the role of transformational leadership in accelerating the digital transformation of technology-based school management in vocational high schools and to explore leadership strategies employed by school principals in supporting sustainable digital innovation. Method: A qualitative approach with a multi-case study design was employed at Mitra Sehat Mandiri Vocational High School Sidoarjo and Vocational High School  1 Sidoarjo. Data were collected through in-depth interviews, observations, and document analysis involving principals, vice principals, teachers, administrative staff, and school operators. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while credibility was ensured through triangulation, member checking, and prolonged engagement. Result: The findings indicate that both schools have successfully integrated digital technologies into learning, administration, communication, and decision-making processes. Transformational leadership emerged as a key factor in establishing a digital vision, identifying the potential of educators and educational staff, facilitating professional development, and supporting organizational adaptation to technological change. Continuous principal support through infrastructure provision, training, mentoring, and evaluation significantly improved digital readiness and institutional effectiveness. Furthermore, the study identified two complementary pathways of digital transformation, namely system-driven and culture-driven approaches, which collectively contribute to sustainable organizational change. Novelty: To develop of a conceptual model of technology-based school management transformation that integrates transformational leadership, organizational culture, human resource readiness, and technological infrastructure as toward SDGs 4. The findings suggest that sustainable digital innovation in vocational education requires a balanced integration of system-oriented and culture-oriented transformation strategies.
Learning Management for Advancing SDG 4 through a Deep Learning Approach: A Multi-Site Case Study in Indonesian Junior High Schools Aris Setiawan; Yatim Riyanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.245

Abstract

Objective: To describe, analyze, and construct propositions for a conceptual model of learning management through a deep learning approach at SMP Negeri 1 Gedangan and SMP Negeri 4 Sidoarjo. Method: The research employed a descriptive qualitative design using a multi-site case study approach. Data were collected through in-depth interviews, direct observation, and document analysis. The data were then analyzed through single-site and cross-site analysis to identify patterns, similarities, and conceptual findings from both research sites. Results: The findings show that the implementation of learning management through a deep learning approach requires principals to move beyond administrative and managerial functions toward a stronger role as instructional leaders. Principals facilitate teacher professional development through coaching, mentoring, and supportive clinical discussions. They also play a transformational role in translating curriculum vision into classroom practices based on mindful, meaningful, and joyful learning. Effective implementation is supported by teacher capacity building, principal managerial competence, curriculum integration, infrastructure optimization, digital technology utilization, and stakeholder collaboration. Novelty: Offering a conceptual model of learning management that integrates instructional leadership, teacher professional development, curriculum transformation, digital learning support, and stakeholder collaboration as strategic elements in implementing deep learning in junior high schools for SDG 4.
Educational Supervision as Internal Quality Assurance Mechanism: Conceptualizing the Quality Assurance-Based Supervision Cycle (QASC) for Quality Education (SDG 4) Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.260

Abstract

Objective: To examines how educational supervision functions as an organizational quality assurance mechanism within the Internal Quality Assurance (IQA) system and develops a conceptual framework explaining how supervision contributes to sustainable educational quality beyond improving teacher performance. Method: Employed a qualitative case study at MTsN 1 Pamekasan, Indonesia, to explore educational supervision within the Internal Quality Assurance system. Data were gathered between September 2025 and June 2026 through semi-structured interviews with 11 informants. Classroom observations and institutional documents were used to enrich the interview data. The analysis followed the interactive approach of Miles, Huberman, and Saldaña, while the credibility of the findings was strengthened through source triangulation, method triangulation, member checking, peer debriefing, and a comprehensive audit trail. Results: To identified that shape quality-oriented educational supervision: evidence-based supervision planning, collaborative supervision practices, organizational learning, and continuous quality improvement. These processes demonstrate that supervision extends beyond monitoring classroom instruction by generating organizational evidence that supports professional learning, institutional decision making, policy refinement, and the ongoing implementation of Internal Quality Assurance. Novelty: The principal contribution of this study is the development of the Quality Assurance-Based Supervision Cycle (QASC), a conceptual framework explaining how educational supervision, organizational learning, and Internal Quality Assurance operate as an integrated and continuous cycle. The framework offers a broader perspective by positioning educational supervision not merely as a strategy for improving teachers' instructional practices, but as an evidence-informed organizational governance mechanism that drives sustainable educational quality improvement.
Reflective Supervision Learning Cycle (RSLC): Integrating Academic Supervision and Internal Quality Assurance to Support SDG 4 Through Sustainable School Improvement Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.261

Abstract

Objective: To examine how academic supervision is integrated into the Internal Quality Assurance system to support sustainable school improvement and develops a conceptual model that explains the relationship between quality assurance, reflective supervision, professional learning, and continuous improvement. Method: A qualitative case study was conducted at a public Islamic junior secondary school in Pamekasan Regency, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis involving 11 participants selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Results: Academic supervision was embedded within the Internal Quality Assurance system through five interconnected processes: quality diagnosis, academic supervision planning, reflective supervision, professional learning, and continuous improvement. These processes transformed supervision from a periodic evaluative activity into an evidence-informed organizational mechanism that strengthened instructional quality, professional capacity, and institutional learning. Novelty: The study proposes the Reflective Supervision Learning Cycle (RSLC) as a conceptual and operational framework that integrates academic supervision with Internal Quality Assurance. The model extends existing supervision literature by positioning supervision as the organizational mechanism that connects quality diagnosis, reflective practice, professional learning, and continuous improvement to advance sustainable school improvement and contribute to Sustainable Development Goal 4 (Quality Education).
Transformative Authentic Assessment for Learner Identity Reconstruction in Personalized Learning Pathways: Advancing SDG 4 and SDG 10 in Indonesian Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.276

Abstract

Objective: To investigate how transformative authentic assessment implemented within Personalized Learning Pathways (PLP) reconstructs learner identity by enhancing motivation and self-efficacy among learners in Indonesian Community Learning Centers (PKBM), while supporting the achievement of Sustainable Development Goals (SDGs) 4 and 10. Method: A qualitative multi-site case study was conducted at PKBM Sekolah Dolan Malang and PKBM Tsurayya Karimah Indonesia. Fifty-seven participants, including institutional heads, tutors, administrative staff, learners, and an external supervisor, were purposively selected. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis and cross-site synthesis to identify recurring patterns across both learning centers. Results: The findings reveal that authentic assessment functions as a continuous, reflective, and learner-centered process rather than merely an instrument for measuring academic achievement. Portfolio-based assessment, reflective discussions, individualized feedback, and continuous learning monitoring significantly enhanced learners' intrinsic motivation and self-efficacy. These assessment practices gradually transformed learners' perceptions from educational failure and low self-confidence toward positive learner identities characterized by confidence, autonomy, responsibility, and lifelong learning orientation. Novelty: Proposing a transformative authentic assessment framework that conceptualizes learner identity reconstruction as a sequential psychological process linking authentic assessment, recognition of learners' strengths, enhanced motivation, strengthened self-efficacy, and positive learner identity. The findings extend authentic assessment literature beyond academic achievement by demonstrating its role as a psychological mechanism for educational inclusion and learner empowerment within personalized learning pathways in community education.
Adaptive Assessment Pathways for Achieving SDG 4: Strengthening Motivation and Self-Efficacy in Indonesian Nonformal Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.277

Abstract

Objective: To examine how adaptive assessment pathways strengthen learner motivation and self-efficacy in Indonesian nonformal education, particularly in community learning centers (PKBM). It focuses on how diagnostic assessment, authentic evaluation, and personalized feedback support learners who have experienced exclusion from formal schooling. Method: A qualitative multi-site case study was conducted over ten months at two PKBM institutions in Indonesia. The study involved 57 participants, including institutional leaders, tutors, administrative staff, and learners. Data were collected through participatory observation, semi-structured interviews, and portfolio analysis. The data were analyzed thematically to identify patterns related to adaptive assessment, motivation, self-efficacy, and learner engagement. Results: The findings revealed that adaptive assessment pathways contributed to three main psychological outcomes. First, diagnostic and contextual assessment created meaningful learning experiences that enhanced intrinsic motivation. Second, portfolio-driven evaluation helped learners recognize their progress, develop self-efficacy, and build a positive learning identity. Third, personalized feedback cycles encouraged learners to monitor their own progress and develop self-regulated learning behaviors. Novelty: Offering a novel perspective by conceptualizing adaptive assessment pathways as both pedagogical and psychological mechanisms for restoring learner confidence in nonformal education. The findings highlight adaptive assessment as a transformative strategy for advancing equity, inclusion, and SDG 4 oriented learning in Indonesian PKBM contexts.
A Transformational Leadership Model for School Principals in Accelerating the Digital Transformation of Vocational High School Management Toward SDG 4 Yohanes Eko Prasetyo Prasetyo; Yatim Riyanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.238

Abstract

Objective: To analyze the role of transformational leadership in accelerating the digital transformation of technology-based school management in vocational high schools and to explore leadership strategies employed by school principals in supporting sustainable digital innovation. Method: A qualitative approach with a multi-case study design was employed at Mitra Sehat Mandiri Vocational High School Sidoarjo and Vocational High School  1 Sidoarjo. Data were collected through in-depth interviews, observations, and document analysis involving principals, vice principals, teachers, administrative staff, and school operators. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while credibility was ensured through triangulation, member checking, and prolonged engagement. Result: The findings indicate that both schools have successfully integrated digital technologies into learning, administration, communication, and decision-making processes. Transformational leadership emerged as a key factor in establishing a digital vision, identifying the potential of educators and educational staff, facilitating professional development, and supporting organizational adaptation to technological change. Continuous principal support through infrastructure provision, training, mentoring, and evaluation significantly improved digital readiness and institutional effectiveness. Furthermore, the study identified two complementary pathways of digital transformation, namely system-driven and culture-driven approaches, which collectively contribute to sustainable organizational change. Novelty: To develop of a conceptual model of technology-based school management transformation that integrates transformational leadership, organizational culture, human resource readiness, and technological infrastructure as toward SDGs 4. The findings suggest that sustainable digital innovation in vocational education requires a balanced integration of system-oriented and culture-oriented transformation strategies.
Learning Management for Advancing SDG 4 through a Deep Learning Approach: A Multi-Site Case Study in Indonesian Junior High Schools Aris Setiawan; Yatim Riyanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.245

Abstract

Objective: To describe, analyze, and construct propositions for a conceptual model of learning management through a deep learning approach at SMP Negeri 1 Gedangan and SMP Negeri 4 Sidoarjo. Method: The research employed a descriptive qualitative design using a multi-site case study approach. Data were collected through in-depth interviews, direct observation, and document analysis. The data were then analyzed through single-site and cross-site analysis to identify patterns, similarities, and conceptual findings from both research sites. Results: The findings show that the implementation of learning management through a deep learning approach requires principals to move beyond administrative and managerial functions toward a stronger role as instructional leaders. Principals facilitate teacher professional development through coaching, mentoring, and supportive clinical discussions. They also play a transformational role in translating curriculum vision into classroom practices based on mindful, meaningful, and joyful learning. Effective implementation is supported by teacher capacity building, principal managerial competence, curriculum integration, infrastructure optimization, digital technology utilization, and stakeholder collaboration. Novelty: Offering a conceptual model of learning management that integrates instructional leadership, teacher professional development, curriculum transformation, digital learning support, and stakeholder collaboration as strategic elements in implementing deep learning in junior high schools for SDG 4.
Educational Supervision as Internal Quality Assurance Mechanism: Conceptualizing the Quality Assurance-Based Supervision Cycle (QASC) for Quality Education (SDG 4) Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.260

Abstract

Objective: To examines how educational supervision functions as an organizational quality assurance mechanism within the Internal Quality Assurance (IQA) system and develops a conceptual framework explaining how supervision contributes to sustainable educational quality beyond improving teacher performance. Method: Employed a qualitative case study at MTsN 1 Pamekasan, Indonesia, to explore educational supervision within the Internal Quality Assurance system. Data were gathered between September 2025 and June 2026 through semi-structured interviews with 11 informants. Classroom observations and institutional documents were used to enrich the interview data. The analysis followed the interactive approach of Miles, Huberman, and Saldaña, while the credibility of the findings was strengthened through source triangulation, method triangulation, member checking, peer debriefing, and a comprehensive audit trail. Results: To identified that shape quality-oriented educational supervision: evidence-based supervision planning, collaborative supervision practices, organizational learning, and continuous quality improvement. These processes demonstrate that supervision extends beyond monitoring classroom instruction by generating organizational evidence that supports professional learning, institutional decision making, policy refinement, and the ongoing implementation of Internal Quality Assurance. Novelty: The principal contribution of this study is the development of the Quality Assurance-Based Supervision Cycle (QASC), a conceptual framework explaining how educational supervision, organizational learning, and Internal Quality Assurance operate as an integrated and continuous cycle. The framework offers a broader perspective by positioning educational supervision not merely as a strategy for improving teachers' instructional practices, but as an evidence-informed organizational governance mechanism that drives sustainable educational quality improvement.
Reflective Supervision Learning Cycle (RSLC): Integrating Academic Supervision and Internal Quality Assurance to Support SDG 4 Through Sustainable School Improvement Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.261

Abstract

Objective: To examine how academic supervision is integrated into the Internal Quality Assurance system to support sustainable school improvement and develops a conceptual model that explains the relationship between quality assurance, reflective supervision, professional learning, and continuous improvement. Method: A qualitative case study was conducted at a public Islamic junior secondary school in Pamekasan Regency, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis involving 11 participants selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Results: Academic supervision was embedded within the Internal Quality Assurance system through five interconnected processes: quality diagnosis, academic supervision planning, reflective supervision, professional learning, and continuous improvement. These processes transformed supervision from a periodic evaluative activity into an evidence-informed organizational mechanism that strengthened instructional quality, professional capacity, and institutional learning. Novelty: The study proposes the Reflective Supervision Learning Cycle (RSLC) as a conceptual and operational framework that integrates academic supervision with Internal Quality Assurance. The model extends existing supervision literature by positioning supervision as the organizational mechanism that connects quality diagnosis, reflective practice, professional learning, and continuous improvement to advance sustainable school improvement and contribute to Sustainable Development Goal 4 (Quality Education).
Co-Authors Afakhrul Masub Bakhtiar Aris Setiawan Erny Roesminingsih Hilmi Qosim Mubah Hilmi Qosim Mubah Nunuk Hariyati Sujarwanto Sujarwanto Yohanes Eko Prasetyo Prasetyo